Kui Xie
Kui Xie
Professor of Learning Technologies, The Ohio State University
Geverifieerd e-mailadres voor osu.edu - Homepage
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Extending the traditional classroom through online discussion: The role of student motivation
K Xie, TK Debacker, C Ferguson
Journal of Educational Computing Research 34 (1), 67-89, 2006
Toward deep learning for adult students in online courses
F Ke, K Xie
The Internet and Higher Education 12 (3-4), 136-145, 2009
The role of self-regulated learning in students' success in flipped undergraduate math courses
Z Sun, K Xie, LH Anderman
The Internet and Higher Education 36, 41-53, 2018
Prompting in web-based environments: Supporting self-monitoring and problem solving skills in college students
DF Kauffman, X Ge, K Xie, CH Chen
Journal of Educational Computing Research 38 (2), 115-137, 2008
The role of value on teachers' internalization of external barriers and externalization of personal beliefs for classroom technology integration
VW Vongkulluksn, K Xie, MA Bowman
Computers & Education 118, 70-81, 2018
The role of students' motivation in peer‐moderated asynchronous online discussions
K Xie, F Ke
British Journal of Educational Technology 42 (6), 916-930, 2011
Testing differential effects of computer‐based, web‐based and paper‐based administration of questionnaire research instruments
PL Hardre, HM Crowson, K Xie, C Ly
British Journal of Educational Technology 38 (1), 5-22, 2007
Impacts of role assignment and participation in asynchronous discussions in college-level online classes
K Xie, C Yu, AC Bradshaw
The Internet and Higher Education 20, 10-19, 2014
What do the numbers say? The influence of motivation and peer feedback on students’ behaviour in online discussions
K Xie
British Journal of Educational Technology 44 (2), 288-301, 2013
Relationship between students’ motivation and their participation in asynchronous online discussions
K Xie, V Durrington, LL Yen
MERLOT Journal of Online Learning and Teaching 7 (1), 17-29, 2011
Game‐based learning engagement: A theory‐and data‐driven exploration
F Ke, K Xie, Y Xie
British Journal of Educational Technology 47 (6), 1183–1201, 2016
The relations among teacher value beliefs, personal characteristics, and TPACK in intervention and non-intervention settings
SL Cheng, K Xie
Teaching and Teacher Education 74, 98-113, 2018
Using question prompts to support ill-structured problem solving in online peer collaborations
K Xie, AC Bradshaw
International Journal of Technology in Teaching and Learning 4 (2), 148-165, 2008
Teacher professional development through digital content evaluation
K Xie, MK Kim, SL Cheng, NC Luthy
Educational Technology Research and Development 65 (4), 1067-1103, 2017
Building teacher competency for digital content evaluation
MK Kim, K Xie, SL Cheng
Teaching and Teacher Education 66, 309-324, 2017
Toward a social conflict evolution model: Examining the adverse power of conflictual social interaction in online learning
K Xie, NC Miller, JR Allison
Computers & Education 63, 404-415, 2013
Detecting leadership in peer-moderated online collaborative learning through text mining and social network analysis
K Xie, G Di Tosto, L Lu, YS Cho
The Internet and Higher Education 38, 9-17, 2018
The role of beliefs and motivation in asynchronous online learning in college-level classes
K Xie, K Huang
Journal of Educational Computing Research 50 (3), 315-341, 2014
Affordances of using mobile technology to support experience-sampling method in examining college students’ engagement
K Xie, BC Heddy, BA Greene
Computers & Education 128, 183-198, 2019
Examining contexts-of-use for web-based and paper-based questionnaires
PL Hardre, HM Crowson, K Xie
Educational and Psychological Measurement 72 (6), 1015-1038, 2012
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